Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
Tompkinsville Elementary School CSIP Executive Summary
MISSION STATEMENT:
The mission of TES is to put kids first and help every child, every day reach his or her highest potential.
Tompkinsville Elementary School is located at 420 Elementary School Road in Tompkinsville, Kentucky. With approximately 400
students in pre-school through fifth grade, TES is the largest elementary school in the Monroe County School District. TES believes
the purpose of education is to provide meaningful experiences and opportunities for the maximum development of all students. We,
along with home and community support, strive to ensure that each child reaches his or her potential to become a positive
contributor and participant in our society.
PROCESS OF DEVELOPING THE COMPREHENSIVE IMPROVEMENT PLAN:
The 2011-12 Comprehensive School Improvement Plan (CSIP) was developed initially during the KCCT analysis of test scores.
Members/Representative Groups Who Served on Planning and Needs Assessment Teams:
School administrators: Kirk Biggerstaff (Principal); Stewart Turner (Assistant Principal)
Teachers: All TES Teachers
Parents: TJ Comer, Steve Kirkpatrick, Hazel Graves
Pupil Support Personnel: Jennifer Lankford (Family Resource Center Coordinator)
Liaison with District Team: Cecilia Stephens/Amy Thompson (Supervisors of Instruction)
SBDM: All TES SBDM Council Members
HOW THE NEEDS OF THE SCHOOL OR DISTRICT WERE DETERMINED:
The Comprehensive School Improvement Plan (CSIP) was developed by a variety of stakeholders including teachers, parents, and
SBDM council members. They have analyzed needs assessment information such as the KCCT results as well as parent, student,
faculty, and staff survey information, in-house reports (i.e. discipline, attendance), and priority needs for our students.
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Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
HOW THE GOALS AND STRATEGIES WERE DECIDED UPON:
The stakeholders selected priority need areas through data analysis. Goals and strategies were then determined. Teachers met and
discussed activities that will help students reach proficiency.
WHAT IMPLEMENTATION OF THE PLAN IS EXPECTED TO ACHIEVE:
The plan is expected to put a focus on our priority needs for student achievement. This plan will help us reach and maintain
proficiency for all students.
WHAT PROCESS WAS USED FOR INTERNAL REVIEW OF THE PLAN:
When the plan was near completion, each group met again to make any changes or additions to their component area. The final
plan was adopted by the SBDM council and school staff.
HOW PUBLIC COMMENT WAS SECURED AND WHAT RESPONSE WAS MADE:
The SBDM Council was asked to revise the first draft of the CSIP and to solicit input from other parent and community members.
The CSIP will also be posted on the school and district websites.
HOW COMPREHENSIVE IMPROVEMENT PLANNING WILL BE ENSURED IN THE FUTURE:
The Comprehensive Improvement Plan (CSIP) will be reviewed and discussed on a periodic basis at staff meetings and SBDM council
meetings. This review will include Implementation and Impact Checks to ensure we are following the actions set forth in the CSIP.
COMMUNICATION PLAN:
How will the Comprehensive Improvement Plan and other important information be shared with stakeholders?
All stakeholders will receive a final copy of the CSIP with final discussion of the CSIP being held during monthly faculty meetings.
Additionally, the CSIP will be made available on the school and district websites.
How will input continue to be gathered from stakeholders?
On a semi-annual basis, the CSIP will be reviewed. At monthly SBDM meetings, specific areas will be discussed.
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Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
School: Tompkinsville Elementary School
Action Component: Social Studies
Date: December 2011
Goal
Our Reality: Based on the
2011 KCCT in social studies,
male students outscored
female students by 24 points
% P and D
M-71%, F-47%
Our Goal: Our goal is to
close this achievement gap
by one-half.
Strategies &
Action Steps
Differentiate instruction to
reach all kids from all
backgrounds with an
emphasis on hands-on
instruction, individualized
instruction, and Thoughtful
Education strategies.
School-level Professional
Learning Communities (PLCs)
will be implemented on a
monthly basis.
Social Studies Interventionist
Impact on Student Success
Responsibility/Timeline
Evidence of Effectiveness
Differentiation of instruction
will enable students the
opportunity to learn the
content in a way that
connects with their own
unique learning style.
Lindsey Clarkson/
Ongoing
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
PLCs will allow social studies
teachers the opportunity to
collaborate with each other,
share instructional strategies,
discuss individual student
performance, plan lessons to
engage all students, etc.
The extra help and one-onone intervention will assist
struggling students become
proficient in Social Studies.
Grade 5 Teachers Across the
District and School/
Ongoing
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
Dana Gillenwater/
Ongoing
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
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Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
School: Tompkinsville Elementary School
Action Component: Social Studies
Date: December 2011
Goal
Our Reality: According to the
2011 KCCT, 38% of our
students scored at the
apprentice level in social
studies.
Our Goal: Our goal is to have
no more than 5% apprentice
scores in social studies.
Strategies &
Action Steps
Align social studies content
vocabulary to coincide with
vocabulary on the K-PREP.
Implementation of aligned
curriculum document for
social studies (inclusion of
History Alive curriculum).
Development of individual
action plans for identified
students struggling in the
area of social studies.
Social Studies will become an
integral part of each grade
level’s curriculum and will be
taught in a meaningful, wellplanned, systematic manner
in all grade levels throughout
the school year.
Impact on Student Success
Responsibility/Timeline
Evidence of Effectiveness
By incorporating content
vocabulary into everyday
instruction, students will be
provided with a meaningful
connection to key vocabulary
that will better prepare them
for the K-PREP.
Students will receive social
studies instruction that is
directly tied to KCAS and
Program of Studies.
Action plans will target
struggling students in the
Social Studies content area.
Teachers will utilize
differentiation strategies to
ensure no child will fail.
Lindsey Clarkson/
Ongoing
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
Lindsey Clarkson/
Ongoing
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
Scores on the 2012 KPREP/Discovery Education
Scores/CMA results
Students will become better
prepared for the K-PREP by
being exposed extensively to
Social Studies content in each
grade level.
All teachers/
Ongoing
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Lindsey Clarkson
Ongoing: Initial identification
of students to be completed
by January 2012.
Achievement scores on the
2012 K-PREP/Discovery
Education Scores/CMA
results
Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
School: Tompkinsville Elementary School
Action Component: Writing
Date: December 2011
Goal
Our Reality: Based on the
2011 KCCT results, only 4% of
our students scored at the
distinguished level on the
KCCT in on-demand writing.
Our Goal: Our goal is to have
at least 25% of our students
to score at the distinguished
level in on-demand writing.
Strategies &
Action Steps
All 5th grade students will set
writing on-demand goals for
the year.
Impact on Student Success
Responsibility/Timeline
Evidence of Effectiveness
By setting goals in writing ondemand, 5th grade students
will have more personal
responsibility in reaching
proficiency and beyond.
5th grade teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
Assessment data will be
analyzed weekly to identify
students who are struggling
in the area of on-demand
writing.
Analysis of data will allow
teachers to identify students
who need to be targeted for
individualized conferencing.
5th grade teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
Writing prompts and
resources will be created that
appeal to male students.
Writing prompts/resources
related to writing on-demand
that appeal to male students
will spark increased interest
among this subpopulation,
thus increasing achievement
and engagement in this area.
Students will become better
prepared for the K-PREP by
being exposed extensively to
Writing content in each grade
level.
5th grade teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
All teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
2011 KCCT Data:
P & D=F-75%, M-47%
Writing will become an
integral part of each grade
level’s curriculum and will be
taught in a meaningful, wellplanned, systematic manner
in all grade levels throughout
the school year. Also
included will be an annual
Writing Program Review.
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Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
School: Tompkinsville Elementary School
Action Component: Writing
Date: December 2011
Goal
Our Reality: According to the
2010 KCCT, 39% of our
students scored at the novice
or apprentice level in writing
on-demand.
Our Goal: We will reduce the
number of students who
score at the novice and
apprentice level to 0%.
Strategies &
Action Steps
All students at all grade levels
will be required to develop a
writing folder that contains
all pieces of writing
accumulated at each grade
level.
English grammar and
mechanics will be taught at
all grade levels.
Adoption of a writing
program that can be
incorporated at all grade
levels.
Impact on Student Success
Responsibility/Timeline
Evidence of Effectiveness
The development of the
writing folder will ensure the
writing process is being
taught at all grade levels, so
that students are able to
progress through to the
intermediate level without
gaps in writing instruction.
Grammar and mechanics
instruction will better
prepare students for the
writing on-demand portion of
the KCCT.
All teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
All teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
A writing program will
streamline the way in which
writing is taught throughout
the grade levels.
All teachers/
Ongoing
Achievement scores on the
2012 K-PREP/Writing
Program Review
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Tompkinsville Elementary School
Comprehensive School Improvement Plan (CSIP)
2011-12
School: Tompkinsville Elementary School
Action Component: Behavior
Date: December 2011
Goal
Our Reality: TES currently
has in place schoolwide
expectations and procedures
regarding behavior of
students (PBIS); however,
school faculty still feel
adjustments and revisions
must be made to maintain a
more effective schoolwide
behavior management
system.
Our Goal: Our goal is to
continue to maintain a
schoolwide behavior
management program that is
effective, efficient, and
utilized consistently by the
entire learning community.
Strategies &
Action Steps
We will continue to
consistently implement
schoolwide expectations and
procedures at all grade levels
at all times (Positive
Behavioral Interventions and
Supports-PBIS).
We will post schoolwide
expectations (HEART
procedures) throughout the
school and inform the school
community of the behavior
management program (PBIS)
through various forms of
public relations strategies.
We will continue to
implement a schoolwide
student recognition system
for students who are meeting
schoolwide expectations.
Impact on Student Success
Responsibility/Timeline
Evidence of Effectiveness
Implementation of PBIS will
substantially decrease
student behavior problems
and referrals, thus leading to
an increased focus on
student achievement for all
stakeholders.
Awareness of the PBIS
program will serve as a
reminder for all stakeholders,
which will, in effect, increase
our focus on the goal.
Jennifer Dyer, Tishia Bartley,
KYCID Team/
Ongoing
TBD
Jennifer Dyer, Tishia Bartley,
KYCID Team/
Ongoing
TBD
A recognition system will
motivate students to conform
to the PBIS standards and
goals, thus increasing the
effectiveness of teaching and
learning.
Jennifer Dyer, Tishia Bartley,
KYCID Team/
Ongoing
TBD
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